Preparing Students for the Work Field

In my last couple of visits to high schools it has occurred to me that tech teachers are some of the few teachers that have the most vast range of teaching responsibilities. In teaching pre-engineering classes tech teachers try to help prepare students for college. They promote problem-solving, engineering skills, mathematics, physics and other collegiate level work. On the other hand, a welding teacher or auto shop teacher has to focus on preparing students to enter the work field upon graduation.

These two tasks can sometimes be far removed from one another. So how does one find the balance when, inevitably, there will be students who want to go to college in some "work field" classes and there will be some people who prefer to go straight into the field in some "collegiate engineering" classes. It's a question of not only teaching implications, but of moral implications as well.

I think that the solution lies in approaching every problem from two perspectives at the same time. Here at BYU I had a math professor who always labeled his lectures with two parts, the "mechanic's point of view" and "the engineer's point of view". The first point of view was an expository on what knowledge would be required if you merely needed to fix a part; the latter being a point of view exposing the knowledge that would be required if you needed to design the part. This juxtaposition always left me wanting to be more like the engineer, but allowed me to feel capable, like the mechanic. I think this is a viable strategy in tech classes.

I think that using the mechanic vs. engineer point of view helps us both prepare students for the workforce while also pointing students to the virtues of higher education.

The Promotion of Independent Learning

I was really fascinated that Lindsay was able to use the simple idea of going back to the future mixed with a few old ads from the 80's to put a desire to learn in me. Before that day I hadn't had any desire to see old commercials or even to figure out how much various products would have been in a certain decade. After having this promotion of my own learning kindled within myself I wondered how to put such a practice into action myself, as a teacher. After much pondering, this is what I've decided you need to perform the following steps:

1)Be excited. No one will be interested in Bubblicious if you aren't yourself. Sell your topic.

2)Show applications to the topic in pop culture, media and practical application.

3)Teach in such a way that there are open-ended questions that naturally occur inside the learner. For example, a student will be more likely to identify with and autonomously research electromagnets if the end of the lesson steers toward the question "How could YOU use an electromagnet to simplify your life?" rather than the question "What is an electromagnet". In order to answer the first question you have to understand the second question.

In the long run, presentation is key, but the depth of question is the solution. I think that as I develop more lesson plans I'll have to build them around the question that I want the students to naturally wonder at the end. Insodoing I think I can increase the autonomy of learning in my students.

A Thought on Modules

As a student I struggle with the system of "module" learning. It's too chaotic and unpredictable for me, and i've always felt that the teacher was too far away for effective instruction so I just had to make up want he or she wanted. I struggle with all of the same things as a teacher, but I now see that there are things that make module-learning better. The main bonus of module learning is that it's easier on the budget. Rather than having a classroom set of hardware or software, you may only need 3 or 4 seats, making modules more affordable. Having discovered this, I've decided to set for myself some perimeters on how to most effectively teach in modules.

#1-- Give adequate instruction.

I've never been one to read directions or even to read through a packet or textbook to figure out how to use something. If I was learning how to use a robot I just pushed buttons until it worked. I hated modules because usually packets are your only source of information for any given unit. I would want to give adequate classroom instruction time before the class breaks up into groups just to use other teaching styles to help students understand the material and what is expected of them

#2--Checking For Understanding

Along with worksheets that are well-written to be sure that students understand key principles, I feel that my involvement would be essential in the modules. I would want to be actively roaming and checking up on students and their projects just to be sure they are not completely off course. IT would certainly be helpful if I could get other student TA's to do the same thing. I think that student TAs are much underused in schools and that they should be expected to help other students rather than simply play games or do homework during their help time. If they want it on their resumé, they should have to work for it.

#3-- Student Sharing

I think one thing that would greatly help students' understanding is to turn each module into a 3-person problem by having me first teach toe module and then have each group share something, a "learning secret" that helped them accomplish the module. This gives the students an opportunity to be proud of their work and to teach one another. It would be helpful to encourage the groups to ask groups that have already done that module for help, if they get stuck.

I think these things would help me more effectively use the necessary evil of modules in teaching.